© OCR 2008
GCSE Classical Greek (Linear 2012)
Contents
Contents
2
Introduction
3
Unit B405: Sources for Classical Greek – Sample Scheme of Work
5
Unit B405: Sources for Classical Greek – Sample Lesson Plan
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19
GCSE Classical Greek (Linear 2012)
Introduction
Background
OCR has produced a summary brochure, which summarises the changes to Classical Greek. This
can be found at www.ocr.org.uk, along with the new Specification.
In addition and in response to reforms announced by the Government and in response to Ofqual
mandated changes to GCSEs, unitised assessment of this qualification is being replaced by linear
assessment from September 2012. This means that candidates commencing a two year course
from September 2012 will take all of their GCSE units at the end of the course in June 2014.
In order to help you plan effectively for the implementation of the new specification we have
produced these Schemes of Work and Sample Lesson Plans for Classical Greek B405. These
Support Materials are designed for guidance only and play a secondary role to the Specification.
Our Ethos
OCR involves teachers in the development of new support materials to capture current teaching
practices tailored to our new specifications. These support materials are designed to inspire
teachers and facilitate different ideas and teaching practices.
Each Scheme of Work and set of sample Lesson Plans is provided in Word format – so that you
can use it as a foundation to build upon and amend the content to suit your teaching style and
students’ needs.
The Scheme of Work and sample Lesson Plans provide examples of how to teach this unit. The
teaching hours are suggestions only. Some or all of it may be applicable to your teaching.
The Specification is the document on which assessment is based and specifies what content and
skills need to be covered in delivering the course. At all times, therefore, this Support Material
booklet should be read in conjunction with the Specification. If clarification on a particular point is
sought then that clarification should be found in the Specification itself.
GCSE Classical Greek (Linear 2012)
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A Guided Tour through the Scheme of Work
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This icon is used to illustrate when an activity could be taught using ICT
facilities.
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GCSE Classical Greek (Linear 2012)
Sample GCSE Scheme of Work
UNIT B405: SOURCES FOR CLASSICAL GREEK
SUGGESTED
TEACHING
TIME
2 HOURS
TOPIC OUTLINE
To introduce students to the
requirement of the unit
To introduce the concept of
primary sources
TOPIC
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE

Issue each student with a copy of B405 unit
description. Highlight key words and
discuss.


This introductory session could be run with
either Greek or Latin students doing the
Sources paper, or both.

Students should annotate their copies with
appropriate ‘student friendly’ explanation in
readily accessible vocabulary.

This enables students to be an active
partner in their own learning.

Explain that the topic involves social history,
archaeology, literature and inscriptions.

Reassure them that the written sources
have been translated into English.

Explain that the unit requires a balance of
knowledge and skills.

Invite definitions of primary and secondary
sources from the students.

The school library or resource centre might
be a suitable location for this lesson.


Group work: give each group a double-page
spread from a well-illustrated book on
Greek. Invite them to discuss which are
primary and which are secondary materials.

Suitable books might include Ancient
Greece by Anne Pearson Dorling Kindersley
2002 (Eyewitness series) or any that have a
good selection of pictures even if target
audience is KS2. Books do not necessarily
have to be specifically about Classical
Greece.
Many students will be aware of the concept
of primary and secondary sources from their
history lessons.

Some students like to engage with more
philosophical concepts, e.g. ‘is a picture of a
primary source a primary source?’ or (more
importantly) ‘how far you can trust an
English translation of a Greek text?’

= Innovative teaching idea
GCSE Classical Greek (Linear 2012)
INTRODUCTION
Modern primary sources: provide students
with photocopies of popular celebrity
features in newspapers – my favourite
Photocopy the relevant section of the
specification.
= ICT opportunity
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Sample GCSE Scheme of Work
UNIT B405: SOURCES FOR CLASSICAL GREEK
SUGGESTED
TEACHING
TIME
2 HOURS
TOPIC OUTLINE
TOPIC
INTRODUCTION
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
room; my favourite objects etc. Invite them
to consider what these tell us about the
celebrity features.

To look at some Greek
resources

Students invited to consider which of these
things might survive in 2000 years.

Brainstorm session – what has survived
from Ancient Greece, i.e. poetry, buildings,
pots, tombstones etc.

Whole-task activity: look at a short but
dramatic Greek primary source. Challenge
students to think of as many things as
possible that it might tell us.

= Innovative teaching idea
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Whole group considers real objects
collected from a popular teacher in the
school, e.g. football scarf, distinctive
jewellery, favourite tie, favourite CD.
Students invited to comment on what these
tell us about the person they belong to.
They are invited to guess which teacher it
is.
Group activity: give each group a different
primary source to replicate the above skills.
SUGGESTED RESOURCES
POINTS TO NOTE

Photocopies of relevant newspaper
features, e.g. Guardian / Observer colour
supplement.

Realia collected from a colleague or teacher
himself/herself.

Whiteboard to record students’ ideas.

Primary-source photocopy or project data.

This activity is to model inference skills.

Copies of primary sources for each group.

It is important that these sources are
straightforward to analyse and as dramatic
as possible.

A variant of this exercise might be to use
= ICT opportunity
GCSE Classical Greek (Linear 2012)
Sample GCSE Scheme of Work
UNIT B405: SOURCES FOR CLASSICAL GREEK
SUGGESTED
TEACHING
TIME
2 HOURS
TOPIC OUTLINE
TOPIC
INTRODUCTION
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
They then present their source and their
findings to the whole class.

= Innovative teaching idea
GCSE Classical Greek (Linear 2012)
Homework: give each student an interesting
Classical primary source or invite them to
find their own (postcards etc. from school
trips / holiday photos etc.). They should
squeeze as much information from them as
possible for a quick presentation at the start
of the next lesson.
SUGGESTED RESOURCES
POINTS TO NOTE
real artefacts or alternatively reproductions
of materials if available. Some local
museums have handling boxes which they
lend to schools. Alternatively the lesson
could be conducted in a museum with a
relevant collection with student groups doing
mini-presentations on particular objects –
but teachers must encourage them to build
up their inference from the objects
themselves not the museum labels.
= ICT opportunity
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Sample GCSE Scheme of Work
UNIT B405: SOURCES FOR CLASSICAL GREEK
SUGGESTED
TEACHING
TIME
2 HOURS
TOPIC OUTLINE
To introduce evidence for
private housing
= Innovative teaching idea
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TOPIC
WORK AND DOMESTIC: HOUSES
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE


Ground plan of House at Olynthos.


Pictures of key domestic objects.
Aspects of this topic could link with women
on the specification.

Xenophon Oeconomicus 9.2–4.

This activity could become an attractive wall
display and revision aid.
Students could make a quick ground plan of
their own house – labelling what activity
goes on in each room.

Teacher could encourage students to think
about differences in room activities in a
house in Ancient Greece – especially the
concept of the andron and the gynaeceum.

Students consider ground plan of a Greek
house (e.g. House at Olynthos) and what
each of the rooms might be used for.

Each student given a picture of a domestic
object, e.g. spindle, loom weight, tile end
decoration / cooking vessel / spinning top /
pyxis / krater etc. (or could choose). They
are given a short time to research their
object, present a short description – what
does this object tell us about Greek
domestic life? And then suggest where in
the house the object might be found.

Discussion of Xenophon, Oeconomicus
9.2–4.

Homework: what does the available
= ICT opportunity
GCSE Classical Greek (Linear 2012)
Sample GCSE Scheme of Work
UNIT B405: SOURCES FOR CLASSICAL GREEK
SUGGESTED
TEACHING
TIME
2 HOURS
TOPIC OUTLINE
TOPIC
WORK AND DOMESTIC: HOUSES
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
evidence fail to tell us about Greek houses
and domestic life?
= Innovative teaching idea
GCSE Classical Greek (Linear 2012)
= ICT opportunity
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Sample GCSE Scheme of Work
UNIT B405: SOURCES FOR CLASSICAL GREEK
SUGGESTED
TEACHING
TIME
2 HOURS
TOPIC OUTLINE
To study the lives of women
through primary sources

Spinning

Domestic duties

Betrothal and marriage
= Innovative teaching idea
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TOPIC
WORK AND DOMESTIC LIFE: WOMEN, RELATIONS BETWEEN MEN AND WOMEN
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE

Using Lysistrata 565–586, students write
quick bullet- point ‘beginner’s guide to
spinning’.

Copies of relevant passages from
Lysistrata.



Students look at pictures of pots showing
women spinning and weaving. They are
asked to consider if there are any men in
the pictures – and, if not, why not and to
discuss the economic importance of
spinning and weaving in the domestic
economy.
Pictures of pots showing women spinning
and weaving on data projector or in books.

Copies of Xenophon Oikonomikos 7.33ff.
Textiles departments might well have
sheep’s wool or spindles so that students
can experiment with the process
themselves. Some ancient sites, e.g. Butser
Ancient Farm, Hampshire, sell excellent
hand spindles.

Or any similar passage outlining wifely
duties.

If using sheep’s wool, check student
allergies.

Pictures of vase paintings depicting
wedding procession and wedding
preparations.

Photographs of a modern wedding.

Students read Xenophon Oikonomikos
7.33ff (or any similar passage outlining
wifely duties) and either write the wife’s
reply or write a comparable statement by a
21st-century husband.

Students compare and contrast vase
paintings of wedding preparations and
wedding processions with photographs of a
modern wedding.
= ICT opportunity
GCSE Classical Greek (Linear 2012)
Sample GCSE Scheme of Work
UNIT B405: SOURCES FOR CLASSICAL GREEK
SUGGESTED
TEACHING
TIME
2 HOURS
TOPIC
WORK AND DOMESTIC LIFE: WOMEN, RELATIONS BETWEEN MEN AND WOMEN
TOPIC OUTLINE
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE



Copies of relevant sources may be
distributed by the teacher to each group.

The computer room might be a suitable
location this lesson.

Dowswell, P, Greek Gazette Usborne 1999
might be a springboard for ideas.

Scope for ICT skills researching via the
internet and word processing article.

The finished magazine can be photocopied
for each member of the class as an
excellent revision aid.
Other aspects of female
life
= Innovative teaching idea
GCSE Classical Greek (Linear 2012)
Magazine project: divide class into small
groups or pairs to research and write a short
feature article for an Ancient Greek
woman’s magazine. Each is given a small
area to research, e.g. fashion / tips for
mothers / problem page / marriage – how to
prepare for your big day etc. Each feature
article must include at least one primary
source.
= ICT opportunity
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Sample GCSE Scheme of Work
UNIT B405: SOURCES FOR CLASSICAL GREEK
SUGGESTED
TEACHING
TIME
2 HOURS
TOPIC OUTLINE
To understand the role slaves
played in the life and economy
of Ancient Greece
= Innovative teaching idea
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TOPIC
WORK AND DOMESTIC LIFE: SLAVES
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE


Aristotle, Politics


Plutarch, Comparison of Nicias and Crassus
1
Students make a list of the ‘slaves’ in their
own homes, e.g. washing machine /
dishwasher / vacuum cleaner / water heater
/ central heating.

They consider the effect of these on their
lives – what do these devices enable them
and their family to do instead?

Students consider what happens when
these need replacing and if they treat more
expensive items more carefully than
cheaper items.

Students are asked to consider if they would
like to go without these items.

Students read relevant sections of opening
chapter of Aristotle’s Politics. They could
hold an impromptu debate: This house
believes that slavery is part of the natural
order of things.

Homework: read Plutarch Comparison of
Nicias and Crassus 1 on slaves and mining.
Make a list of modern forms of human
Discussion of slavery is particularly relevant
to citizenship, allowing students to reach
moral judgements and express personal
views on moral and ethical issues.
= ICT opportunity
GCSE Classical Greek (Linear 2012)
Sample GCSE Scheme of Work
UNIT B405: SOURCES FOR CLASSICAL GREEK
SUGGESTED
TEACHING
TIME
2 HOURS
TOPIC OUTLINE
TOPIC
WORK AND DOMESTIC LIFE: SLAVES
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
slavery.
= Innovative teaching idea
GCSE Classical Greek (Linear 2012)
= ICT opportunity
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Sample GCSE Scheme of Work
UNIT B405: SOURCES FOR CLASSICAL GREEK
SUGGESTED
TEACHING
TIME
2 HOURS
TOPIC OUTLINE
To introduce students to a
variety of primary sources
describing occupations
= Innovative teaching idea
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TOPIC
WORK AND DOMESTIC LIFE – OCCUPATIONS
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE


Sources for a variety of occupations.
This activity:

A useful book could be Vicki Leon, Working
IX to V; orgy planners, funeral clowns and
other prized professions of the Ancient,
Walker and Co, 2007. Although this
contains no primary sources it is an
excellent source of lively information.

develops questioning skills;

gives the whole class an overview of types
of occupations;

allows each student to analyse a source in
depth.
Each student is given a primary source
referring to a particular occupation and is
given time to consider what that job might
be like – skills involved, hardships to be
faced, economic worth etc. based on the
source. It is important that each occupation
is not known to the rest of the class.

Each student in turn is in role and is asked
questions by the rest of the class. The
teacher might like to discuss a range of
generic questions before the interrogation
starts. The class have to guess what the job
might be.

Homework: a job-based primary source for
the students to analyse. Pooling of ideas
might inform the next lesson.
= ICT opportunity
GCSE Classical Greek (Linear 2012)
Sample GCSE Scheme of Work
UNIT B405: SOURCES FOR CLASSICAL GREEK
SUGGESTED
TEACHING
TIME
1 HOUR
TOPIC OUTLINE
To consider the reliability of
Greek vases as evidence for
social life in Classical Greece
To consider the evidence for
symposia
= Innovative teaching idea
GCSE Classical Greek (Linear 2012)
TOPIC
SOCIAL LIFE AND CITIZENSHIP:SYNPOSIA
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE

Teacher could give a short illustrated
presentation describing how Greek vases
were made.

Collection of photos/slides/images of Greek
vases.


In pairs, students discuss the advantages
and disadvantages of using vases as
evidence of social life.

Teacher gives a short factual account of
what went on at a symposium.

As above.

Theognis 31–38

Students divided into small groups. Each
given a suitable vase picture to consider.
Each group gives a presentation to the rest
of the class, mimicking or ‘freeze-framing’
the vase scene with each figure articulating
what the scene tells us. Alternatively, one
student could act as ‘vase curator’
explaining the scene while his/her fellow
students remained frozen in position.

Homework: students consider written
evidence for symposia and write a brief
analysis describing what the source tells us,
e.g. Theognis 31–38.
The school might consider a Classics trip to
a museum or gallery which has a collection
of vases, e.g. British Museum; Fitzwilliam
Museum, Cambridge; Ure Museum,
University of Reading, Lady Lever Art
Gallery, Liverpool etc.
= ICT opportunity
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Sample GCSE Scheme of Work
UNIT B405: SOURCES FOR CLASSICAL GREEK
SUGGESTED
TEACHING
TIME
1 HOUR
TOPIC OUTLINE
To compare Spartan lives with
those in other parts of Ancient
Greece
= Innovative teaching idea
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TOPIC
SOCIAL LIFE AND CITIZENSHIP: SPARTA
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE


Xenophon, Constitution of the Spartans 2.18


Aelian, Varia Historia 12.50

The sources are in Dillon, M and Garland, L,
Ancient Greece: social and historical
documents from Archaic times to the death
of Socrates, Routledge, 2000 (pages 168-9
and 179ff).
Student read Xenophon, Constitution of the
Spartans 1.3-8 and 2.1-8 on Spartan
education and Aelian, Varia Historia 12.50
on Spartan attitudes to culture and work.

Students are split into two groups –
Spartans and Other Greeks.

The Greeks spend some time composing
questions to ask the Spartans about their
way of life.

The Spartans are then hot-seated about
their lives and culture.

The groups could then reverse with the
Spartans firing questions at the Greeks.

Homework: students write a quick summary
of the key features of Spartan culture.
It might be appropriate for this part of the
specification to be delivered towards the
end of the scheme of work.
= ICT opportunity
GCSE Classical Greek (Linear 2012)
Sample GCSE Scheme of Work
UNIT B405: SOURCES FOR CLASSICAL GREEK
SUGGESTED
TEACHING
TIME
1 HOUR
TOPIC OUTLINE
To understand chief features
of education in Classical
Greece
= Innovative teaching idea
GCSE Classical Greek (Linear 2012)
TOPIC
SOCIAL LIFE AND CITIZENSHIP: EDUCATION
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE


School website or brochure


Plato, Republic 3.411a-e

Plato, Protagoras 325–326

For example Attic red-figure cup by Douris.
West Berlin, Staatliche Museen F 2285.
Students look at their own school’s website
or brochure. They might compare it with the
publicity from a contrasting school.

What does this publicity material tell us
about education in 21st-century Britain?

Students read Plato, Republic 3.411a-e;
Plato, Protagoras 325–326. They compose
a short publicity brochure or page for a
website for an imaginary Greek school.

Homework: students label a relevant picture
from a Greek vase with points of interest.
To understand chief features of education in
Classical Greece.
= ICT opportunity
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Sample GCSE Scheme of Work
UNIT B405: SOURCES FOR CLASSICAL GREEK
SUGGESTED
TEACHING
TIME
1 HOUR
TOPIC OUTLINE
To consider the nature of
modern democracy throughout
the world
To consider the nature of
Greek democracy
= Innovative teaching idea
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TOPIC
SOCIAL LIFE AND CITIZENSHIP: DEMOCRACY
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES

Teacher displays a variety of newspapers
covering political campaigns and elections
anywhere in the world.

A variety of newspapers covering current
political campaigns and elections anywhere
in the world.

These could be contrasted with states that
do not have a democratic political system.

Students are invited to list what they might
see as the features of a modern democracy.

Students read Thucydides 2.37.1–40.2.
They compare aspects of the text with the
features they listed above. What are the
differences and similarities?


Homework: students could write their own
analysis of another suitable text, e.g.
Herodotus 6.18, 21.2 (from the Core
Primary Source material).
Thucydides 2.37.1–40.2 (in Dillon, M and
Garland, L, Ancient Greece: social and
historical documents from Archaic times to
the death of Socrates, Routledge, 2000,
pages 301ff).
POINTS TO NOTE

To consider the nature of Greek democracy.
= ICT opportunity
GCSE Classical Greek (Linear 2012)
Sample GCSE Scheme of Work
UNIT B405: SOURCES FOR CLASSICAL GREEK
SUGGESTED
TEACHING
TIME
1 HOUR
TOPIC OUTLINE
To understand the connection
between sporting excellence
and religion in Classical
Greece
= Innovative teaching idea
GCSE Classical Greek (Linear 2012)
TOPIC
SOCIAL LIFE AND CITIZENSHIP: RELIGION – ATHLETICS
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE


Video clips of major track and field events –
Olympic Games / world championships.


Plutarch, Moralia Table-talk 2 639D–640
The RE department might well have lists of
sportsmen and women who have strong
religious beliefs.

Plato, Republic 3.411a-e


Plutarch, Alcibiades 11.1-12.1 (see Dillon p.
371).
The PE department might well have suitable
videos or DVDs to help in the delivery of this
section.

Sophocles, Electra 698–756


Sports page of any newspaper or magazine
as stimulus.
Alternatively, students could look at a
variety of sports using both visual and
written stimuli and make a series of sports
reports covering boxing, racing, long
jumping, discus throwing etc.
Students watch video clips of modern track
and field competitions in which athletes
make religious gestures before or after the
races. Why do they do this?

Students are asked if they know of any
other modern sportspersons who have
strong religious beliefs.

Students consider why Greek athletic
competitions were held in the context of a
religious festival.

Students read and make brief notes on
Plutarch, Moralia Table-talk 2 639D–640
and Plato, Republic 3.411a-e.

Homework: students read Plutarch,
Alcibiades 11.1-12.1 and Sophocles, Electra
698–756 and write a modern ‘sports report’
on a chariot race.
= ICT opportunity
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Sample GCSE Scheme of Work
UNIT B405: SOURCES FOR CLASSICAL GREEK
SUGGESTED
TEACHING
TIME
1 HOUR
TOPIC OUTLINE
To understand the significance
of the theatre in Classical
Greece
= Innovative teaching idea
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TOPIC
SOCIAL LIFE AND CITIZENSHIP: RELIGION – THE THEATRE
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE


Pictures of Greek theatres and modern
theatres.


PowerPoint might be appropriate here.
Teacher shows pictures of Greek theatres
and modern theatres to invite students to
comment on the differences and similarities
between them.

Teacher-led presentation on Greek theatre
and performance.

Students are asked if any have taken part in
competitive music or drama festivals and
share their experience. They might use this
experience to consider why drama festivals
were competitive in Ancient Greece.

Homework: students find a suitable picture
of the remains of a Greek theatre and label
it, making their own assumptions and
conjectures.
It would be appealing if modern theatres
could include local venues and theatres
students may have visited on school trips
etc.
= ICT opportunity
GCSE Classical Greek (Linear 2012)
Sample GCSE Lesson Plan
Unit B405: Sources for Classical Greek
OCR recognises that the teaching of this qualification will vary greatly from school to school and
from teacher to teacher. With that in mind this Lesson Plan is offered as a possible approach but
will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
Students to explore the key primary sources on women in Classical Greece and
make their own conclusions.
Objective 2
Students to make informed comparisons on gender expectations in Classical
Greece and Modern Europe.
Recap of Previous Experience and Prior Knowledge

In previous lessons, students may have looked at the rooms in a house in Classical Greece
and the activities that went on within them.
Content
Time
Content
5 minutes
Warm-up activity to assess prior knowledge. Teacher asks students what they
remember about the rooms of a Greek house – especially the gynaecium.
5 minutes
Students read Lysistrata lines 565–586.
20 minutes
Using computers, students write a beginner’s guide to spinning based on the
Lysistrata they have read. Using the internet, they can illustrate their booklet with
suitable Greek vases showing spinning scenes.
5 minutes
*Students read Xenophon Oikonomikos 7.33ff (or any similar passage outlining
wifely duties).
10 minutes
Students either write the wife’s reply or write a comparable statement by a 21stcentury husband.
10 minutes
*Dramatic oral presentation of Xenophon and some of the replies above.
GCSE Classical Greek (Linear 2012)
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Sample GCSE Lesson Plan
Consolidation
Time
Content
5 minutes
Students recall briefly the expected duties of Classical Greek women and how
their role differs from those of today.
Homework task – Consolidation and Development
Time
Content
20 minutes
Students to analyse another source, e.g. Lysias 1, Against Eratosthenes 6ff or
Hesiod, Works and Days 695–705 to elicit information about women’s lives.
GCSE Classical Greek (Linear 2012)
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